published_or_final_version / Politics and Public Administration / Master / Master of Public Administration

published_or_final_version / Public Administration / Master / Master of Social Sciences

published_or_final_version / Public Administration / Master / Master of Public Administration

published_or_final_version / Public Administration / Master / Master of Public Administration

published_or_final_version / Public Administration / Master / Master of Social Sciences

published_or_final_version / Public Administration / Master / Master of Public Administration

Until recently, the majority of the studies of the intellectual history of late imperial China have interpreted Ch'ing dynasty scholarship in relation to the consolidation of Manchu political power and increased imperial authoritarianism in all areas of intellectual and cultural life. This study extends recent interpretations of the "internal" history of Ming-Ch'ing thought into the historical studies movement of the eighteenth century. It examines some of the earlier assumptions about the nature and functions of Ch'ing historiography to argue that eighteenth century historians, by concentrating on the textual problems in the standard histories, were consciously continuing statecraft commitments of their seventeenth century predecessors to a restored polity and public policy decisions based on historical texts. Without denying the real growth of the power and authority of the imperial institution in the Ming-Ch'ing period, this study further argues that it was in the nature of the traditional polity that the emperior play an important role in historical studies, dating to the Imperial Seminars of the Sung dynasty. In the eighteenth century not only did the emperor influence historians and their interpretation of the past; he also provided opportunities in the sponsorship of imperially commissioned works. The example of imperial patronage set the fashion of semi-official patronage of scholars, expanding the area of academic employment, and scholars moved freely between official, semi-official and private historical writing. Thus historiographic influences flowed in both directions from private historians to historian-officials and back again. This study recognizes the need for a quantitative examination of private scholarly activity in the Ming-Ch'ing period to support, deny or balance the "external" thesis that historical studies were distorted by Ch'ing authoritarianism and the "internal" one presented here. However, by summarizing the historiography of a broad range of presently well-known historians and closely examining the work of one historian, Chao I (1727-1814), this study has given specificity to the paradigmatic interpretations of "internalist" intellectual historians. Chao I's treatment of unofficial histories and the standard histories in the Nien-erh shi cha-chi are examined, together with several essays on institutional history. In form and content, they support the theses set forth in this dissertation.

by Tang Shui-yan. / Bibliography: leaves 92-103 / Thesis (M.Ph.)--Chinese University of Hong Kong, 1984

姚穎嘉. / "2013年9月". / "2013 nian 9 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 147-166). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Yao Yingjia.

Miao Yi. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 138-146). / Abstracts in English and Chinese. / Abstract (In English) --- p.i / Abstract (In Chinese) --- p.iii / Acknowledgement --- p.v / Abbreviation --- p.vi / Chapter Chapter I --- Introduction --- p.1 / Social-Political Background --- p.4 / Significance of Cadre Training --- p.7 / Organization of the Thesis --- p.8 / Chapter Chapter II --- Literature Review and Methodology --- p.10 / Convergence Vs Divergence: Two Views on China's Administrative Reforms --- p.14 / Interplay of Convergent and Divergent Forces --- p.21 / Elites Transformation: A Convergence Trend? --- p.24 / Rise of Technocracy in China --- p.25 / Methodology --- p.34 / Chapter Chapter III --- Rationale of China's MPA Education --- p.36 / Features of Cadre Training in China: a historical perspective --- p.38 / Demand for MPA Education: external and internal impetus --- p.43 / Chapter Chapter IV --- Design and Implementation of MPA Program at National Level --- p.54 / Initiation --- p.54 / Selection of MPA Universities --- p.60 / Admission --- p.67 / Curriculum --- p.69 / Teaching and Study Modes --- p.79 / Teachers and Students --- p.82 / Connection with Cadre Management --- p.86 / Chapter Chapter V --- A Case Study -- MPA in Renmin University of China --- p.92 / Pedagogical Matters --- p.95 / Partnership With Government and Other Organizations --- p.110 / Profiles of Teachers and Students --- p.111 / Summary: Features of MPA Education in China --- p.114 / Chapter Chapter VI --- Concluding Discussion --- p.120 / Converging Image of Administrator --- p.121 / A Technocratization Perspective --- p.127 / Implications on Convergence Problem --- p.133 / Limitations and Demand for Further Research --- p.135 / Bibliography --- p.138 / Appendix I Geographic Locations of MPA Universities --- p.147 / Appendix II Seniority List of MPA Universities (2003) --- p.150 / Appendix III MPA Specializations --- p.152 / Appendix IV Interview Information --- p.155 / Tables / Table 1. Features of Cadre Training in Various Historical Periods --- p.38 / "Table 2. Ningbo Party School (Administrative College, Socialism College) Plan for Cadre Traning Major Programs, 2002" --- p.50 / Table 3. The First Group of MPA Universities --- p.62 / Table 4. The Second Group of MPA Universities --- p.63 / Table 5. Ranking List of MPA Universities --- p.66 / Table 6. Specializations of China's MPA Education --- p.74 / Table 7. Specializations in MPA Universities --- p.77 / Table 8. MPA Applicants' Knowledge on Some MPA Disciplines --- p.86 / Table 9. Specializations provided in RUC --- p.102 / Table10. Students in RUC (Enrolled in 2002) --- p.113 / Figures / Figure 1. Geographic Locations of First Group of MPA Universities --- p.62 / Figure 2. Geographic Locations of Second Group of MPA Universities --- p.63 / Figure 3. Work Units of MPA Students --- p.113